이 연구의 목적은 식물 가꾸기 협동학습이 초등학생의 교우관계에 미치는 효과를 검증하는데 있다. 이를 위해 식물 가꾸기 협동학습 프로그램을 구안하였고, 이를 활용한 실험집단과 개별학습 프로그램을 적용한 비교집단의 전후, 좌우 교우관계 점수에는 차이가 없을 것이라는 가설을 설정하고, 이를 검증하기 위하여 인천광역시에 있는 ‘B’초등학교 5학년 2개 학급(각 30명)을 실험집단과 비교집단으로 선정하여 교우관계 측정도구를 활용한 사전-사후 실험연구를 수행하였다.
이 연구를 통하여 얻어진 결과는 다음과 같다.
첫째, 식물 가꾸기 협동학습 프로그램을 적용한 실험집단과 적용하지 않은 비교집단의 교우관계 점수를 비교 검증한 결과, 식물 가꾸기 협동학습을 적용한 수업은 교우관계 향상에 긍정적인 효과를 미친다고 할 수 있다.
둘째, 식물 가꾸기 협동학습 프로그램을 적용한 실험집단의 전후 교우관계 점수를 검증한 결과, 교우관계 전체 및 친구의 유무와 신뢰성, 관계의 지속성, 친구와의 적응, 공동생활 영역 모두에서 식물 가꾸기 협동학습 프로그램은 실험집단의 교우관계에 긍정적인 효과가 있음이 검증되었다.
이 연구의 목적은 식물 가꾸기 협동학습이 초등학생의 교우관계에 미치는 효과를 검증하는데 있다. 이를 위해 식물 가꾸기 협동학습 프로그램을 구안하였고, 이를 활용한 실험집단과 개별학습 프로그램을 적용한 비교집단의 전후, 좌우 교우관계 점수에는 차이가 없을 것이라는 가설을 설정하고, 이를 검증하기 위하여 인천광역시에 있는 ‘B’초등학교 5학년 2개 학급(각 30명)을 실험집단과 비교집단으로 선정하여 교우관계 측정도구를 활용한 사전-사후 실험연구를 수행하였다.
이 연구를 통하여 얻어진 결과는 다음과 같다.
첫째, 식물 가꾸기 협동학습 프로그램을 적용한 실험집단과 적용하지 않은 비교집단의 교우관계 점수를 비교 검증한 결과, 식물 가꾸기 협동학습을 적용한 수업은 교우관계 향상에 긍정적인 효과를 미친다고 할 수 있다.
둘째, 식물 가꾸기 협동학습 프로그램을 적용한 실험집단의 전후 교우관계 점수를 검증한 결과, 교우관계 전체 및 친구의 유무와 신뢰성, 관계의 지속성, 친구와의 적응, 공동생활 영역 모두에서 식물 가꾸기 협동학습 프로그램은 실험집단의 교우관계에 긍정적인 효과가 있음이 검증되었다.
The purpose of this study was to examine the influence of collaborative plant-growing activity on elementary school students" relationships with classmates. The following are the findings of this study: For this purpose, a hypothesis was set that experiment group that participate in the collaborativ...
The purpose of this study was to examine the influence of collaborative plant-growing activity on elementary school students" relationships with classmates. The following are the findings of this study: For this purpose, a hypothesis was set that experiment group that participate in the collaborative plant-growing program and control group that do not participate in the program would not have any difference in social relationship scores. For its verification, two classes of 5th graders in B Elementary School located in Bupyeong-gu, Incheon were designated as experiment group and control group. The experiment was designed using pretest-posttest control group design method to analyze the effect of the program. First, in result of comparing social relationship scores of experiment group that participated in the collaborative plant-growing program and control group that did not, there were significant differences in overall social relationships and in four subfactors at 5% significance level. Therefore, it was concluded that the collaborative plant-growing program has positive effect on social relationships. Second, in result of examining pretest/posttest social relationship scores of experiment group that participated in the collaborative plant-growing program, there were significant differences in overall social relationships as well as in the subfactors of existence and reliability of friends, sustainability of relationship, adaptation to friends, and group activities at 5% significance level. Therefore, it was concluded that the collaborative plant-growing program has positive effect on social relationships.
The purpose of this study was to examine the influence of collaborative plant-growing activity on elementary school students" relationships with classmates. The following are the findings of this study: For this purpose, a hypothesis was set that experiment group that participate in the collaborative plant-growing program and control group that do not participate in the program would not have any difference in social relationship scores. For its verification, two classes of 5th graders in B Elementary School located in Bupyeong-gu, Incheon were designated as experiment group and control group. The experiment was designed using pretest-posttest control group design method to analyze the effect of the program. First, in result of comparing social relationship scores of experiment group that participated in the collaborative plant-growing program and control group that did not, there were significant differences in overall social relationships and in four subfactors at 5% significance level. Therefore, it was concluded that the collaborative plant-growing program has positive effect on social relationships. Second, in result of examining pretest/posttest social relationship scores of experiment group that participated in the collaborative plant-growing program, there were significant differences in overall social relationships as well as in the subfactors of existence and reliability of friends, sustainability of relationship, adaptation to friends, and group activities at 5% significance level. Therefore, it was concluded that the collaborative plant-growing program has positive effect on social relationships.
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